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Service Learning: Who Benefits and Why
... Various forms of community engagement, service-learning in particular, have been shown to have immense benefits for students (Astin et al., 2000), including an increase in undergraduate student retention (Bringle et al., 2010;Gallini & Moely, 2003), skill-building via personal and professional development (Stukas et al., 1999), enhancing academic performance (Matthews & Zimmerman, 1999), and fostering developments to an individual's civic identity (Hatcher, 2011;Steinberg et al., 2011). Therefore, many of the items that motivate alumni to give (i.e., a strong personal connection to their alma mater) can be cultivated through community engagement activities while individuals are enrolled as students. ...
Institutions of higher education have a longstanding history of giving back to communities, locally and globally. Various forms of community engagement (e.g., service-learning, experiential learning, community-engaged research) have positively impacted student learning and their connections to their institution. Launched in 2009, the Carnegie Foundation’s Elective Classification for Community Engagement serves as a commitment to and indication of institutionalized community engagement. Engaged institutions of higher education may pursue the Carnegie Foundation’s Classification to demonstrate their commitment to community engagement. Institutions must meet various standards for engagement, including institutional buy-in, assessment, faculty and staff support, and other measurable metrics. Utilizing the classification as a proxy for effective community engagement, this study explores the fundraising performance of classified and unclassified institutions to measure if institutionalized community engagement is a potential predictor for stronger fundraising performance. Utilizing a quantitative approach, the fundraising performance of public universities, both classified and unclassified, was examined over three years (2017–2019) to test whether engaged institutions have better fund-raising performance compared to those not classified. Overall, the Community Engagement Classification had a statistically significant impact on an institution’s fundraising in individual, foundation, corporate, and alumni giving—indicating that a commitment from the institution to give back to the community may increase the likelihood of receiving philanthropic investments in return.
... Other studies demonstrate that students' engagement in service-based learning will cultivate a sense of self-worth and a sense of being valued and needed by others. Students' personal growth was greatly strengthened by service-based learning, particularly in the areas of self-efficacy, self-esteem, and self-confidence (Stukas et al., 1999;Yusop & Correia, 2013). These various aspects of personal development will strengthen students' core skills, such as lifelong learning, communication skills, teamwork skills, and problem-solving skills. ...
The Ministry of Education, Culture, Research and Technology of the Republic of Indonesia launched the Learning Freedom, Independent Campus policy at the beginning of 2020. The aim of this new strategy is to give universities the chance to adapt learning, so that higher education learning activities are more adaptable and reinforce students’ core skills. Various universities are developing service-based learning, which is implemented through three learning models, namely, humanitarian projects (HP), thematic work lecture (TWL), and teaching assistance (TA). This study aimed to describe students’ involvement in service-based learning and its impact on students’ core skills. The population of this study were students from major state universities in East Java who had participated in HP, TWL, and TA. The sample was determined using systematic random sampling. Data analysis was carried out using a descriptive approach and multivariate analysis. This study found that students were highly involved in HP, TWL, and TA. Overall, the service-based learning model strengthens students’ core skills. Sequentially, HP, TWL, and TA are service-based learning models that effectively strengthen students’ lifelong learning, communication, and problem-solving skills. Meanwhile, TWL is very effective in strengthening students’ teamwork skills. Further research is recommended to elaborate and validate specific skills as part of the core skills components. This research does not discuss in detail students’ involvement in service-based learning, and their core skills as influenced by gender, academic ability, socioeconomic background, and departmental differences. This was a limitation in this research, so further research is needed.
... With regards to CATZ as an anti-bullying intervention, found that students wanted autonomy to choose the content of the material to be delivered in their lesson. Other studies have also found that providing more autonomy was associated with higher acceptability of group based and peer-led interventions (Blatchford et al., 2003;Stukas et al., 1999). Similarly, reported that students rated freedom to choose who they worked with as highly important, a finding echoed in other work on students' views of peer-led interventions (Boulton, 2005;Cowie et al., 1994). ...
Cross-age tutoring and co-operative group work have been shown to help student tutors and tutees acquire academic and non-academic skills and knowledge. A novel intervention (Cross-Age Teaching Zone, CATZ) that combined them was tested for its effects on student tutors’ thinking skills associated with (i) dealing pro-socially with peer provocations and (ii) avoiding hostile attribution bias. Small co-operative groups of 11- and 15-year-old students (N = 228) designed a CATZ lesson on these themes and delivered it to younger students. The CATZ tutors, but not matched controls (N = 189), showed significant improvements on both outcome measures. Participants aged 9 to 15 years (N = 469) were also asked about: (1) their willingness to act as CATZ tutors/tutees, (2) how effective they think such CATZ activities would be, (3) how much they valued autonomy in how they might deliver CATZ, and (4) their relative preference for being taught by older students versus teachers. Overall, participants expressed positive views of CATZ, which also helped students learn patterns of thinking that can help them avoid aggressive and conflict behaviour. This initial evidence on the effectiveness of CATZ calls for further research to use CATZ across a range of social, emotional, and behavioural domains to support its wider uptake in schools.
... We now consider these in relation to some key parameters of CATZ that adult facilitators may benefit from manipulating. Firstly, Stukas, Clary, and Snyder (1999) found that autonomy, allowing students a significant say in how they helped their peers, was rated by them as very desirable. Blatchford et al. (2003) similarly noted that students liked group work more if they had higher autonomy over group activities. ...
Bullying is a considerable problem among school students, and school-wide positive behaviour support interventions are regarded as helpful in addressing it. One approach is the CATZ Cross-age Teaching Zone anti-bullying intervention. The present study assessed the social validity of the CATZ anti-bullying intervention among a sample of 9–15-year-olds in a pre-post experimental design (N = 817, of which 546 experienced CATZ). Overall, participants expressed moderately positive views of the CATZ anti-bullying intervention, and these became significantly stronger following direct experience of it. Among participants who experienced the CATZ anti-bullying intervention, social validity ratings predicted a greater willingness to engage in it in the future. Alongside the extant data for its effectiveness, our findings support the wider use of the CATZ anti-bullying intervention in schools, and suggestions for how this might be brought about are discussed.
... The studies revealed that, through SL, students gradually improved their problemsolving and decision-making skills [48], autonomy, confidence [49] and leadership skills [43]. These characteristics and features are closely linked with the control domain of AQ. ...
This study aims to determine the effect of service learning (SL) on the trait emotional intelligence and adversity quotient of Chinese undergraduate students in Hong Kong. The SL programme lasted six months (at least 80 service hours). In a pre-test–post-test experimental design, students who participated in the SL during that time period were classified as the experimental group (n = 139; 69 male, 70 female), whereas students who never participated in SL were classified as the comparison group (n = 133; 66 male, 67 female). Both groups of participants were asked to finish the Wong and Law Emotional Intelligence Scale (WLEIS) and the Adversity Response Profile® (ARP) before and after the SL programme. The results showed that there were no significant differences in WLEIS and ARP scores (at the pre-test) between the experimental and comparison groups. The results further revealed that students in the experimental group had better improvements in WLEIS and ARP than those in the comparison group after they completed SL. These findings provide valuable insights and implications for incorporating components of SL into interventions for youths to improve their ability to process emotions and overcome adversity.
... Various forms of community engagement, service-learning in particular, have been shown to have immense benefits for students (Astin et al., 2000), including an increase in undergraduate student retention (Bringle et al., 2010;Gallini & Moely, 2003), skill-building via personal and professional development (Stukas et al., 1999), enhancing academic performance (Matthews & Zimmerman, 1999), and fostering developments to an individual's civic identity (Hatcher, 2011;Steinberg et al., 2011). Therefore, many of the items that motivate alumni to give (i.e., a strong personal connection to their alma mater) can be cultivated through community engagement activities while individuals are enrolled as students. ...
Institutions of higher education have a longstanding history of giving back to communities, locally and globally. Various forms of community engagement (e.g., service-learning, experiential learning, community-engaged research) have positively impacted student learning and their connections to their institution.
Launched in 2009, the Carnegie Foundation’s Elective Classification for Community Engagement serves as a commitment to and indication of institutionalized community engagement. Engaged institutions of higher education may pursue the Carnegie Foundation’s Classification to demonstrate their commitment to community engagement.
Institutions must meet various standards for engagement, including institutional buyin,
assessment, faculty and staff support, and other measurable metrics. Utilizing the
classification as a proxy for effective community engagement, this study explores
the fundraising performance of classified and unclassified institutions to measure
if institutionalized community engagement is a potential predictor for stronger
fundraising performance. Utilizing a quantitative approach, the fundraising performance
of public universities, both classified and unclassified, was examined over
three years (2017–2019) to test whether engaged institutions have better fundraising
performance compared to those not classified. Overall, the Community Engagement Classification had a statistically significant impact on an institution’s fundraising in individual, foundation, corporate, and alumni giving—indicating that a commitment from the institution to give back to the community may increase the likelihood of receiving philanthropic investments in return.
THE BENEFITS OF SERVICE LEARNING FROM THE PERSPECTIVE OF FUTURE SOCIAL WORKERS Service learning (DKU) is an innovative method based on experiential learning whose implementation in the educational system can achieve numerous benefits for the academic and social community. The aim of the research presented by this paper was to examine the perceived profits of DKU among social work students (N = 23) due to the pilot implementation of the elective DKU course in the first year of study. Three research questions were asked related to the student’s perception of gains from participation in DKU projects for various actors in the project, self-assessment of satisfaction with certain elements of the DKU and proposals for improving the course. Research questions were elaborated in a survey applied upon completion of the course; answers to open-type questions were processed using the method of qualitative content analysis, and answers to closed-type questions by quantitative analysis of data. According to the results, students primarily recognize the numerous profits of DKU for themselves on a personal and professional level, but they also perceive a range of profits for users, associations and the wider community. Furthermore, students are very satisfied with the different elements of DKU and believe that it has enabled them to get to know the practice of social work better. And, finally, students propose (even) more emphasis on the preparation and design of projects and on working in the association / community, as well as more reflections orally. The results speak in favor of increasing quotas in the DKU course and/or the implementation of DKU on several courses at the beginning of the study. Keywords: service-learning projects; social work students; profit; satisfaction; reflection
Miranda Yates and James Youniss have brought together an international collection of essays that describe the state of community participation among the world's youth. Authors from around the globe use empirical data to present portraits of youth constructing their civic identities through such means as community service. Youth seek to resolve ideological tensions, such as in Northern Ireland and Palestine; to overcome corrupting political practices, such as in Italy and Taiwan; to deal with disillusionment, such as in Palestine and the emerging Eastern European nations; and to bridge barriers against youth's meaningful participation in the working of society, such as in Canada and Japan. Special conditions, such as the diminution of the welfare state, for instance, in former West Germany, and the rapid turn towards democracy in former East Germany offer insight into the process through which youth try to establish meaningful person-state relationships.
Throughout the nation, schools are called upon to contribute to the formation of their students' character, especially in regard to civic virtue. This article reviews the literature on school-based community service programs. Then, based on the findings of an on-going national survey, it examines community service in urban Catholic elementary schools. Next, it describes the broad dimensions of community involvement and outlines community service programs in a representative school. Lastly, it concludes that a group of urban Catholic elementary schools, through their particular religious emphasis on public community, offer an important model for all elementary schools, private and public.
Tests the effectiveness of a teacher education course designed to reduce teacher biases, increase their commitment to social justice, and entice them towards collaboration with community members. Results show a positive increase in all areas of focus except social activism. (GR)
The study examines the effects of cross age tutoring in school on the tutors’ empathy, altruism, and self-esteem. The sample consists of 73 high school freshmen, who participated in a year-long program of tutor-training, and a comparison group of 98 other freshmen. Controlling the effects of initial attribute scores, students’ sex, and socioeconomic status, it was found that program participation significantly increased the tutors’ empathy, altruism, and self-esteem. The findings, interpreted according to role-taking theory, suggest that school programs of cross-age tutoring may have some psychological benefits in addition to their already established influence on students’ academic achievements. Since no interactions were found between the effects of program participation and students’ social background on the increases in attribute scores, such programs may perhaps be used for the integration of students from different social-cultural backgrounds.